I am well trained in the DIR (Developmental, Individual-based, Relationship-based)/Floortime model which fosters Social-Emotional Development.

I work with children 0-6 and their caregivers to help enhance (and create) secure attachment, foster social-emotional development, as well as teach parents skills and tools to help meet their child’s needs. I am passionate about teaching parents all about the benefits of emotional regulation.

I teach parents HOW TO:
→ communicate so their child will listen
→ encourage language and communication from their child
→ understand their child and thus themselves in a deeper way
→ PLAY.

What is Floortime? Click here.

Play is a LEARNED phenomenon.

Whether we are 2 years old, 25 years old, 35, 45, 85... our brain’s favorite way of learning is through play! Play is an important part of healthy development.

Research shows that there are countless benefits to play:

→ teaches us EMPATHY

→ teaches us COMMUNICATION and LANGUAGE.

→ increases our AWARENESS and ENGAGEMENT

→ teaches us EMOTIONAL INTELLIGENCE

→ teaches us PROBLEM SOLVING SKILLS

→ teaches us RESILIENCY

...and the list goes on!

Play is an ongoing phenomenon that carries through into adulthood.

Through imagination, creation, and even humor, we may be able to engage in a deeper connection with our child and understand them better in order to meet their needs.

Due to the COVID-19 Pandemic, I have became a true professional at conducting Floortime sessions via Telehealth!

Example of how the DIR Model works:

The DIR (Developmental-Level, Individual Differences, Relationship-based)/Floortime therapeutic model explains that the idea behind the play needs to come directly from the child, giving Client opportunity to expand play (Johnson, 2019).  Through play, children get the opportunity to build resilience and confidence, because the play is a creation from their mind (Johnson, 2019).  This is done by following the child’s lead in play.  Th: I see that you have so many toys. What should we play first? Cl: Let’s play with the paw-patrol!  Th: What are the paw patrol dogs doing? Cl: They need to go to work!

Following the child’s lead is just the first step. The child at age three and a half may engage in associative play where they begin to share and communicate with other play-partners, however, still play separately (Johnson, 2019).  This Client’s symbolic and purposeful play is still emerging. It is then important to expand the child’s play and imagination so therapist and Client can ‘work together.’  Th: My pawpatrol dog is hungry, can we go to the market? Cl: Yes, what should we buy from the market? Th: Hmm… let’s pick: apples or cherries? Cl: Apples!

Reference:

Johnson, A. G. (2019). The role of play in the treatment of autism spectrum disorders and the experiences of practitioners using DIR/ floortime. Dissertation Abstracts International: Section B: The Sciences and Engineering. ProQuest Information & Learning. Retrieved from http://0search.ebscohost.com.library.alliant.edu/login.aspx?direct=true&db=psyh&AN=2018-58622-146&site=ehost-live&scope=site

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